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School Report 2016 – 2017

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Contents

Chapter 1: Our School

1.1 Our Vision

1.2 Introduction to Our School

Chapter 2: Achievements and Reflection on Major Concerns

Major Concern 1: Develop diversified teaching strategies and cater for learners’

diversity, with high expectations of students

Major Concern 2: Help students to form their character with Jesuit values and

fighting spirit

Major Concern 3: Build a learning community, with focus on staff formation and

self-evaluation

Chapter 3: Our Teaching and Learning

Chapter 4: Our Support for Students’ Development

Chapter 5: Student Performance

5.1 Performance in the Hong Kong Diploma of Secondary Education Examination

2015

5.2 Performance in Music

5.3 Performance in Sports

5.4 Performance in Other Areas

Chapter 6: Feedback and Follow-up

Chapter 7: Financial Summary

Chapter 8: Appendices

Appendix 1: Report of Career and Life Planning Grant

Appendix 2: Report of Capacity Enhancement Grant

Appendix 3: Report of Senior Secondary Curriculum Support Grant

Appendix 4: Report of Learning Support Grant

Appendix 5: Report of School-based After-school Learning and Support Grant

Appendix 6: Report of the Enhancement of WiFi Infrastructure

Appendix 7: Report of the Use of Strengthening School Administration Management

Grant

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Chapter 1: Our School

1.1 Our Vision

We offer a holistic, liberating and transforming Catholic education within a learning community

for students and staff to become progressively competent, committed, compassionate, spiritual,

and ethically discerning persons with a universal heart contributing to the welfare and happiness

of all, in particular the poor and the neglected.

1.2 Introduction to Our School

1.2.1 Introduction

Wah Yan College, Kowloon, is a government-aided boys’ grammar secondary school operating 30

classes from Secondary 1 to Secondary 6, enrolling a total of 987 students. We implement Small Class

Teaching, and 5 classes at each level are split into 6 classes, namely W, Y, C, K, S and J. We do not

have a primary school of our own or a “feeder” primary school.

Our School was founded by Mr. Peter Tsui Yan Sau in 1924 and is now sponsored by the Society of

Jesus in Hong Kong. In 1952, the school moved from Nelson Street to the present site, which has an

area of about 42,000 square metres.

Our Incorporated Management Committee (IMC) consists of eight members representing the Society

of Jesus (five of whom are Jesuits and one is an alternate manager), the Principal, a Teacher Manager

and an alternate Teacher Manager, a Parent Manager and an alternate Parent Manager, an Alumni

Manager and an Independent Manager. The School Advisory Committee gives policy

recommendations to the IMC, and the School Executive Committee makes and carries out decisions

regarding the implementation of day-to-day administration. There is a Staff Meeting without the

attendance of the Principal from which Teachers’ views can be reflected to the Administration via the

Meeting’s Chairman.

In teaching and learning, we have small class arrangements aiming to restrict the class size to not more

than 30 in junior forms and to not more than 32 in senior forms. In specific main subjects at junior

secondary level, the class size ranges from 16 to 24 to cater for learner diversity. Senior secondary

students take at least 3 electives from Secondary 4 onwards, and are allowed to reduce the number to

2 after Term 2 in Secondary 4 if necessary. A standard-referencing framework is adopted in internal

assessment reporting in senior forms, with levels and level descriptors. Values-focused Formation

classes for Catholic and non-Catholic students run through all levels.

In the area of school ethos and support for students, the Student Affairs Committee oversees student

development in non-academic areas and coordinates the work of the Guidance Committee, Discipline

Committee, Educational Psychologist, Clinical Psychologist and School Social Worker. The Careers

and Life Planning Committee supports students and parents in their transition from junior to senior

secondary, in facing the post-HKDSE pathways and in career guidance. The Students’ Association,

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founded in 1966, oversees extra-curricular activities in numerous student clubs, and together with the

Music Association, Catholic Association (the latter under the guidance of the Pastoral Committee) and

the Houses, they offer a rich array of opportunities for students to grow in leadership, service, art,

sports, religious faith and other non-academic areas. The Parents’ Association, in which teachers are

not members and have no voting rights, actively promotes reading activities and home-school

cooperation. Last but not least, with an alumni network that covers many cities in the world, the Past

Students’ Association actively supports current students through face-to-face mentorship, workplace

attachment programmes and financial sponsorship for student activities.

Sharing a common educational vision, our school is part of the Jesuit school system at three levels: the

Chinese Province including Hong Kong, Macau and Taiwan, the Asia-Pacific region and Jesuit schools

worldwide. From time to time, our school conducts or coordinates student exchange and staff

development programmes with schools at one or more of these system levels.

1.2.2 Our Students

i) Number of Operating Classes and Students

Level

2015-16 2016-17

No. of Classes Total

Enrollment No. of Classes

Total

Enrollment

Secondary 1 6 160 6 160

Secondary 2 6 165 6 160

Secondary 3 6 169 6 165

Secondary 4 6 175 6 170

Secondary 5 6 172 6 172

Secondary 6 6 169 6 160

Total 36* 1010 36* 987

*The class organization approved by the Education Bureau is 30, but the school implements Small

Class Teaching and 5 classes in each form are split into 6 classes to raise the quality of teaching and

learning.

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ii) Pathways of Graduates

1.2.3 Our Teachers

i) Teachers’ Qualifications

a) Highest Academic Qualification Attained

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2014-2015 2015-2016 2016-2017

Pe

rce

nta

gePathways of Graduates

Further Studies

Others

0%

10%

20%

30%

40%

50%

60%

70%

2014-2015 2015-2016 2016-2017

Pe

rce

nta

ge

Highest Academic Qualification Attained

Tertiary Non-degree

Bachelor's Degree

Master's Degree or above

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b) Professional Training

c) Subject-trained Teachers

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2014-2015 2015-2016 2016-2017

Pe

rce

nta

geProfessional Training

Professionally Trained

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2014-2015 2015-2016 2016-2017

Pe

rce

nta

ge

Subject-trained Teachers

Chinese

English

Mathematics

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d) English and Putonghua Teachers Meeting Language Proficiency Requirement

ii) Teachers’ Experience

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2013-2014 2014-2015 2015-2016

Pe

rce

nta

geEnglish and Putonghua Teachers meeting LPR

English Teachers meeting LPR

Putonghua Teachers meeting LPR

0%

10%

20%

30%

40%

50%

60%

70%

80%

0-2 years 3-5 years 6-10 years over 10 years

Pe

rce

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ge

Teachers’ Experience

2014-2015

2015-2016

2016-2017

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1.2.4 Our Curriculum

i) Curriculum Structure

Subjects

Offered S1 S2 S3 S4 S5 S6

Chinese Language

Putonghua

English Language

Literature in English

Liberal Studies

Mathematics / Mathematics (Core) (DSE)

Mathematics (Extended) (DSE)

Business, Accounting and Financial Studies (DSE)

Biology / Biology (DSE)

Chemistry / Chemistry (DSE)

Chinese History / Chinese History (DSE)

Computer Literacy

Economics (DSE)

Geography / Geography (DSE)

History / History (DSE)

Information and Communication Technology (DSE)

Physics / Physics (DSE)

Integrated Science

Ethics and Religious Education

Ethics and Religious Studies (DSE)

Music / Music (DSE)

Visual Arts / Visual Arts (DSE)

Library and Learning

Physical Education

Other Learning Experiences

Formation

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ii) Percentage of lesson hours of each Key Learning Area:

Key Learning Area

Junior

Forms

Senior

Forms

Percentage (%)

Chinese Language 18.3 16.0

English Language 20.8 16.0

Mathematics 14.2 14.3

Liberal Studies -- 11.8

PSHE 20.0

30.0 Science 11.7

Technology 1.7

Arts 8.3

PE 5.0 5.0

Others -- 6.9

100.0 100.0

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Chapter 2: Achievements and Reflection on Major Concerns

Major Concern 1: Develop diversified teaching strategies and cater for learners’ diversity,

with high expectations of students

Achievements

Teachers can make better use of Small Class Teaching to make learning interactive and collaborative

with the support of Wah Yan One Family Foundation. Small class teaching was facilitated with such

support by splitting 5 classes in one level into 6 for a number of years. Further support was also offered

for language learning as smaller groups were also arranged for students who could benefit from

learning in these groups. The findings of the 2016 ESDA survey also confirmed that students were

engaged in active inquiry and different levels of questions were asked by teachers in lessons as the

agree figures for both teachers’ and students’ were higher than 60%.

The mechanism of splitting 5 classes into 6 was further refined by adopting the recommendations made

by a team of HKU professors. The class allocation mechanism was refined to ensure that every class

would be made up of students of different background. To address the special learning needs of some

students, the practice of allocating students to smaller groups for language learning enhancement was

maintained. Greater teacher-student interactions and better personal care could be promoted in such

small groups, which could further enhance the effectiveness of the learning of the two languages. At

the same time, refining our class allocation mechanism in the junior secondary to create classes made

up of students with different academic abilities could also enable the students to learn from each other.

Efforts were made in the recent development cycle to enhance students’ learning motivation to learn

by encouraging the subject panels to introduce extended parts in the planning of teaching and learning

and to extend the breadth in a particular subject area. As stated in the scheme of work, the extended

areas would be covered when the core parts were covered and the students had also mastered the skills

and knowledge covered in the core parts. The introduction of the core parts in the curriculum helped

convey the school’s expectations on the students not to confine their learning to just the core parts only.

They should also attempt to acquire more knowledge after building up a solid foundation.

Other than designing the extended parts themselves, some subject panels also designed extended

learning experiences with other parties. For example, in this development cycle, the Science KLA put

in more effort in promoting STEM education. STEM education was promoted by the Science KLA

through encouraging some students to participate in competitions which aimed at promoting STEM

education. However, as participation in external competitions took considerable time and resources

and the number of students involved would also be small, the Science KLA also worked with an

external professional body, Hong Kong Association for Science and Mathematics Education, to

develop a STEM teaching and learning package relating to some concepts in Chemistry. Although the

main learning activities were conducted in the S3 Chemistry lessons in January, teachers of different

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disciplines like Biology, Chemistry and Physics, etc., were also involved. They held meetings with the

professionals from the Association to bring up ideas for the arrangement of the STEM activities which

aimed at deepening the students’ understanding of mixtures and compounds through addressing the

problem of lead contaminated water. Through participating in and organizing STEM activities, teachers

of related subjects gained precious experience in coordinating STEM activities in their respective

subjects, which would help them to design similar learning activities in future to help extend the

students’ learning beyond the curriculum.

In the recent development cycle, uniform tests were arranged in the second term for S1 to S5. For S6,

after-school revision tests were also arranged and these revision tests would make up a certain

percentage of their continuous assessment grades. Through assessing the students’ performance in the

uniform tests and after-school revision tests, the teachers would be able to identify the diversified

learning needs of their students and they could devise proper teaching and learning strategies to address

the need of the students.

The diversified learning needs of our students were also addressed by offering numerous subject

combinations in the Senior Secondary. In the present development cycle, the S4 Subject Selection

Mechanism was modified to give more consideration to the students’ performance in particular subjects,

more than 40 subject combinations were still offered for the students to meet their diverse learning

needs. Many of these combinations were made up of science and humanities, fulfilling the EDB and

school vision of broadening the students’ horizons academically on the one hand as well as catering

for the diverse interests of our students on the other.

To promote better personal care for different students, Class Teachers were accorded a greater role in

helping the students to improve their learning. In this development cycle, Morning Formation and

Examen sessions were introduced to allow the Class Teachers to have more contact with their classes,

enabling the Class Teachers to know their students better and could, therefore, offer better guidance

for their students so that they may improve their study method. Class Teachers were also given

background information about their students to facilitate them to design proper strategies to address

the needs of their classes.

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Reflection

To enhance the effectiveness of small class teaching, teachers should better engage students in the

learning process so that the students can conduct active enquiry to acquire the necessary skills and

construct knowledge. Teachers should be encouraged to attend professional development activities to

enable them to make better use of Small Class Teaching to make learning interactive and collaborative.

They should acquire the skills to inspire our students to become self-directed learners who would

assume initiative in diagnosing their learning needs, formulating learning goals, identify human and

material resources for learning, choosing and implement appropriate learning strategies, and

evaluating learning outcomes continue to be pursued with or without the assistance of others, etc.

The curriculum review in recent years emphasized the importance of extending students’ learning

beyond the classroom. The figures of the ESDA survey in this development cycle indicated that the

school could definitely improve in this area as the “agree” and “strongly agree” figures for the

arrangement of outside classroom learning activities never exceeded 40% in the current cycle. Subject

panels should be encouraged to develop outside classroom learning experiences and activities to help

the students connect their learning with real life situations. Another strategy which can be adopted to

promote outside classroom learning activities is to encourage e-learning through the development of

different online learning packages to extend students’ learning beyond the classroom, particularly for

some subject panels which have to cover a wider curriculum proposed in the EDB curriculum review.

The class allocation mechanism was refined in the junior secondary in this development cycle in

accordance with the recommendations of the research team led by the HKU professor, Dr. Gary Harfitt.

The purpose of the refinement of the allocation system was to reduce the possible labeling effect of

the previous mechanism and to foster brotherhood among the students, despite the fact that the students

of each class are made up of students with diverse background and abilities. As the purpose of the new

mechanism was to strengthen the brotherhood among the students so that they would help one another

in their learning, it would be proper for us to evaluate effectiveness of the new class allocation

mechanism in fostering collaboration among students in their learning. We should take into

consideration these findings in order to assess the need of devising new strategies to help promote

brotherhood among students and enhance learning motivation.

The incorporation of extended parts in the schemes of work of different panels was adopted as a

strategy to enhance the students’ learning motivation through covering some challenging topics after

the core parts were completed and mastered. However, it was observed that more effort has to be put

in to encourage all subject panels to include extended parts in their curriculum planning. Other than

ensuring that all subject panels have included extended parts in their schemes of work, the Academic

Committee should also work with different panels to assess if the incorporation of extended parts in

the teaching can enhance the learning motivation of our students.

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As noted previously, extended learning experiences could also be designed together with other parties.

The initiative made by the Science KLA to promote STEM education together with the Hong Kong

Association for Science and Mathematics Education was one of such examples. Working with external

bodies could enable our teaching staff to acquire precious experience in conducting STEM education.

The experiences acquired through collaborating with external bodies should be better utilized by

extending the knowledge and skills to other subject panels and KLAs.

Assessment data obtained through internal and external examinations should be properly analysed to

provide different subject panels with feedback for adjusting their curriculum and teaching strategies.

When adjusting their curriculum design and teaching strategies, different panels should create

sufficient room for the drilling of examination skills to enable our students to excel in the public

examination. Whenever possible, the requirements of the public examination should be shared among

the teaching staff of different levels within the subject panels so that interface between the junior and

senior secondary can be properly enhanced.

In the junior secondary, our school also responds to the need of society by taking heed of the comments

in the previous external school review to introduce Computer Literacy, an element of technology

education, in the junior secondary. Together with Library and Learning, junior secondary students are

now offered training in the use of Microsoft office software, Chinese input method and coding. In the

Academic Year 2017-2018, Computer Literacy will be offered to all students in the junior secondary,

providing our students with learning experiences in technology education and enabling them to make

informed decisions when choosing electives for the Senior Secondary.

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Major Concern 2: Help students to form their character with Jesuit values and fighting

spirit

Achievements

In this academic year, the school stressed character formation and adopted a whole-school approach

in the area. The school adopted a Jesuit thematic approach in arranging the 17 assemblies in which

different themes of Jesuit values such as “Be a Respectful Young Adult”, “Love and Respect your

Neighbor”, “To Love and Serve” and “Pray, Fast, Give” were conveyed. Different committees were

in charge of different themes. Feedback from staff and students was good and positive and better

organized. For the curriculum, various subject panels had started incorporating suitable Jesuit

Education values into the curriculum. For the roles of class teachers, there was more involvement of

class teachers in discipline and guidance cases and there was a decrease in the number of cases

reported by teachers. This is due to the quick action and follow-up by the class teachers at an early

stage. The class teachers helped students to establish and strengthen the Jesuit values and fighting

spirit through the Morning Formation and Examen every day. Through Examen, the students could

appreciate the benefits such as Reduced Stress, More Attention, Self-Understanding, Self-

Compassion, Better Emotion Management, Interpersonal Relationship and Increased Learning

Effectiveness. This year some students could lead the reflection themselves during Examen in some

classes.

To strengthen the role of prefects, there was a 2-day prefect training camp held in September that

focused on the formation and team building of the Prefects' Board. The Prefects' Board also co-

organized a leadership training programme named, “Prefection” with Good Hope School, Tak Oi

Secondary School and St. Joseph’s College which aimed at leadership training and experience

exchange during the Chinese New Year Holiday.

To help students to develop the attitude of striving for excellence and fighting spirit, the House

System (Ricci, Loyola, Xavier and Faber) continued to enhance the leadership training of the students.

A sense of brotherhood and the spirit of Magis was seen during the Sports Days and Aquatic Meets

in which a good atmosphere was created by the cheering and dedication of the house exco members.

Students found it more meaningful and exciting to attend the Sports Days and the Aquatic Meets. To

further enhance the spirit of the houses, there was Inter-House Drama Competition and Inter-House

Quiz Challenge organized in the post examination activities in June.

In order to enhance students’ confidence and self-image, the school organized different activities and

programmes throughout the year. The students’ attitude greatly improved and the students were

more serious and self-disciplined after participating in these activities. The sense of belonging and

the fighting spirit were enhanced as well.

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For sports, there were good results in both inter-class and inter-house competitions. Many students

also joined many different kinds of sports activities organized by the school and external

organizations.

The boys performed very well in Inter-School Sports Competitions this year:

Athletics - Division 1 (A Grade: 3rd; B Grade: 8th; C Grade: 8th; Overall: 4th)

Swimming - Division 1 (A Grade: 4th; B Grade: 4th; C Grade: 6th; Overall: 4th)

Tennis - Division 1 (Overall: 4th)

Champion in 2016/17 Hong Kong School Ice Hockey League (Division A)

Inter-School Volley Ball Competition (Division 2) - Boys C Grade Champion and Overall 1st

Runner-up

The School won the Most Progressive School of BOCHK Bauhinia Bowl Award 2016-2017

6J Suen Wai Cheong got the Grantham Outstanding Student Athlete Awards (Swimming) 2016-

2017.

For music, the boys won 2 (Solo) and 2 (Group) First Place; 3 (Solo) and 3 (Group) Second Place

and 3 (Solo) and 5 (Group) Third Place in the 69th Hong Kong Schools Music Festival. There were

two music tours this year. Their achievements are:

Wah Yan College Junior Boys’ Choir (WYK + WYHK)

2nd International Youth Choir Festival, Bratislava

- H2 Category: Musica Sacra with Piano Accompaniment – 95.75 scores

- B1 Category: Boys Choir (Age 16 or under) SA Voices – 94.6 scores

- Overall Best Choir Performance Award

- Special Prize for Excellent Piano Accompaniment (2C Li Kai Yuen, Vitas)

Wah Yan College Kowloon Boys’ Choir

10th Orientales Concetus Choir Competition, Singapore

- Champion in Equal Voice Choir (Age 25 or under)

- Champion in Chamber Choir (24 singers or below)

- 2nd Place in Sacred Music Category

Wah Yan College Junior Boys’ Choir (WYK + WYHK)

2017 Hong Kong Youth and Children’s International Choir Festival

- 2nd Place in Children’s Choir (Age 16 or under) SA Voices

Wah Yan College Kowloon and Belilios Public School Intermediate Mixed Choir

Lead-choir of the National Anthem in the HKFYG Ten-Thousand People Beatboxing Challenge

for the Guinness Record Hong Kong Coliseum

Wah Yan College Kowloon Brass Ensemble

Grandmaster Trophy Competition

- Champion in S9 Open Class – Brass Ensemble

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Wah Yan College Kowloon String Orchestra and String Ensemble

- Public Performance at the Government House Open Day

Wah Yan College Kowloon Secondary 4 DSE Music Students

EDB – Hong Kong Schools Creative Music Showcase

- Silver Award in Best Performance

Wah Yan College Kowloon Symphony Orchestra

LCSD – Hong Kong Youth Music Interflow

- Gold Award – Symphony Orchestra (Work composed before 1810)

For Science, the boys won

Hong Kong Student Science Project Competition 2016

Scientific investigation group: Champion

- Antiradical Activity, Phenolic Compounds and UV Absorbance of Fruits

6W Lau Chak Kai

6W Tang Tze Tung

Hong Kong Student Science Project Competition 2016

Invention group: 1st Runner-up

- Pocket air-conditioner

5J Chan Hays

5W Leung Dik Hin

5J Leung Hoi Ching

2016 善德關愛科研青年發展計劃 「我是發明家年度大獎」

中學組銀獎

- 智能聽障手帶

5W 梁迪軒同學

Hong Kong Student Science Project Competition 2017

Invention group: 2nd Runner-up

- UVC Hand Towel Sterilizer

3W Huang Qi Zong

3W Ku Ho Ming

3W Lau Ship Hoi

3W Lau Wai Yin

3W Lo Chun Fai

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HKU Academy for the Talented-Academic Scholarship 2017

5W Chan Yu Hin

To help our students to develop self-discipline, respect and responsibility in a caring atmosphere, the

school continued the Morning Formation and Examen this year building up the character formation

and cultivating the class atmosphere. The students learnt to observe silence and form the habit of

reflection and learn through reflection. The Examen Handbook and Guiding the Examen

Instructions were given to all the teachers at the start of the academic year. The Discipline

Committee had been on-duty for both Morning Formation and Examen period in the school campus

to help students be punctual and have greater sense of responsibility. The students were more

punctual and responsible. The number of disciplinary cases decreased as class teachers had a good

influence on and significant role in helping students develop positive behavior.

Life planning programmes were effectively delivered to help students to make self-assessment of

their achievements, qualities and abilities, to formulate academic and career goals and to make wise

subject choices with reference to their aspirations and limitations.

Senior form students could further identify their aptitude and career aspiration through the assessment

tools such as the “Basic Interest Marker” and the “Career Interest Inventory”. Individual

counselling was offered to students with specific needs. Workshops on further studies planning,

mock JUPAS exercise, interview preparation sessions and compiling Student Learning Profiles were

conducted to prepare the students for post-secondary admissions. Exploration through university

visits and work experience programmes helped students to expand their horizons in their career

development.

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Reflection

The school should continue to adopt the thematic approach in arranging the Hall assembly. The

coordination and collaboration with other parties like the Values Education Committee and Guidance

Committee in providing a whole-school approach to character formation had been carried out

successfully. Besides the Morning Formation and Examen, subject panels should further integrate

Jesuit Education values into the curriculum.

The school should provide more different platforms and opportunities for students to strive for

excellence and fighting spirit through different experiences locally and globally. The House

Committee would continue to work on developing the house system and coordinating with other

student organizations like the Students' Association so that different organizations would have a clear

role in helping the development of our students. Leadership training and guidance from teacher

advisors are essential and should be further enhanced. Service was essential in our training and we

should stress the school’s expectation of our students to be leaders-in-service.

More workshops and staff development programmes should be organized for colleagues, so they can

understand the rationale and learn about the school’s various programmes. Continued support and

backup should be given to both colleagues and students.

The awareness of life planning was increased among the junior and senior form students. Advice

on further studies was also enhanced through employing suitable assessment tools and individual

counselling work. The role of class teachers was further strengthened and certain elements of life

planning education was introduced through the class teacher periods.

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Major Concern 3: Build a learning community, with focus on staff formation and self-

evaluation

Achievements

The school identified the importance of parent education as parents are an essential part of our

learning community. For Secondary 1 parents, besides an orientation event in late August before the

school reopened, there were two half-day programmes, one in mid-September to help the parents

become familiar with Jesuit education at the very beginning and the other one in late April. There

was a similar event for Secondary 2 parents in late April.

Alumni are also a part of our learning community. The Past Students' Association was urged to set

up a fraternity on education.

Sharing a common educational vision, the School is part of the Jesuit school system at three levels:

the China Province including Hong Kong, Macau and Taiwan, the Asia-Pacific region, and Jesuit

schools worldwide. From time to time, our school conducts or coordinates student exchange and staff

development programmes with schools at one or more of these system levels.

In order to inspire teachers about the importance of quality assurance and sustainable development,

and to collaborate in preparing the School Development Plan at the end of the school development

cycle to inform forward planning, a seminar on Quality Assurance & the School Development Plan

given by Dr. Cheung Wing Ming, Francis (Former Secretary General of HKEAA) was held at The

Kowloon Cricket Club on the staff development day.

Our school always believes that school culture plays an important part in the growth and development

of our young gentlemen. A seminar on Building Supportive and Caring Schools given by Ms. Wong

Mei Kee Maggie (Assistant Principal, Council member of Hong Kong Class Pastoral Association)

was held on a staff development day.

In terms of promoting IPP to our teachers, a separate set of training activities, which consisted of five

sharing sessions on features of Jesuit education and two workshops on IPP, was conducted

exclusively for newly recruited teachers. In addition, a Teacher Mentor Scheme was also

implemented, in which experienced teachers would introduce newcomers to the environment and

values of our school.

In our cooperation with Wah Yan College, Hong Kong on co-organizing the Reunion Day, Fr. Tong

was invited to give a talk on Companionship. The programme enhanced professional sharing session

on Jesuit education among both Wah Yans’ teachers.

For the training for managerial staff members, a visit focused on how a corporation does self-

evaluation and initiates renewal to face challenges of the times was held in Cathay City. A post-

learning reflection and sharing session on the Cathay City learning experience was arranged in order

to consolidate participants’ learning.

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Reflection

The programmes for Secondary 1 and Secondary 2 parents were well received by the parents. More

parent education activities can help parents understand Jesuit education.

More diversified parent education activities could be organized to help parents enhance the

knowledge and skills required for educating their sons. The topics were: Parenting reinforced –

balance parents’ expectations; how to help their children to manage stress; reading to learn; and

character formation.

The Past Students’ Association discussed the matter on setting up an education fraternity and agreed

to proceed in the coming year.

Young alumni have to take into account of changes in societal expectations and education policies,

the school mission and vision as well as students’ backgrounds and attributes.

The school could bring in more universities expertise to enhance the teachers’ professional

development.

Exchange programmes and visits could broaden our students’ global views and Jesuit values. Such

programmes could be set as regular annual events if possible.

From evaluation questionnaires and verbal sharing of teachers, we have received positive feedback

for all staff development programmes. This indicates that the direction of our work is recognized.

Firstly, teachers appreciated the arrangement of an outing to The Kowloon Cricket Club with a talk,

and sport and recreation activities. A full day outing with a similar rundown will be considered next

year. Secondly, teachers were satisfied with the staff development programme on Building Supportive

and Caring Schools. From the evaluation questionnaires, 80% of teachers agreed or strongly agreed

that the programme was useful and the knowledge gained could be applied to their teaching and daily

work. Thirdly, teachers were satisfied with the middle managers formation programme held at Cathay

City. Participants are able to understand how a corporation does self-evaluation and initiates renewal

to face challenges of the times. A post-learning reflection and sharing session on the Cathay City

learning experience was arranged in order to consolidate participants’ learning. Finally, inspired by

the successful experience in the IPP sharing sessions for new teachers, similar sessions can be held

for more experienced staff members. Experienced teachers who would like to revisit IPP are free to

join the sessions.

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Chapter 3: Our Teaching and Learning

Our school is a Jesuit school that is dedicated to the mission of nurturing our students to become

competent, conscientious, compassionate and committed young gentlemen in a caring learning

community. To fulfill our mission, our school has always worked hard to offer a balanced curriculum

which can respond to the needs of our society to our students. Our school offers more than 40

elective combinations for our senior secondary students to cater for the diverse learning needs and

interests of our students. To prepare them for the study of these electives, our school has offered a

balanced curriculum which covers science, humanities, arts, etc., in the junior secondary. In the senior

secondary, the school would also offer support for some specific students by presenting them as

school candidates for some electives which we have not offered like Physical Education.

To promote better care for the academic development of our students, the school has been able to

adopt small class arrangements with the support from Wah Yan One Family Foundation. The

generous support of the Foundation enables us to limit the class size to at most 30 in junior forms

and not more than 32 in senior forms. However, we still refined our class allocation system in the

junior secondary as it was found in a study conducted by the HKU that labeling effect was found in

our allocation mechanism. Following the suggestion of the HKU professors, our refined class

allocation mechanism was adopted in this development cycle to reduce the labelling effects as every

class would be made up of students from diverse backgrounds. Class Teachers were also given a

bigger role in nurturing their students. Their work was supported by the introduction of class teacher

periods which allowed class teachers to have more interaction with their students.

The adoption of a class allocation mechanism which aims at reducing the labeling effect is not the

only measure adopted by the school to fulfill the Jesuit vision of nurturing our students to become

young gentlemen who are conscientious, capable, compassionate and committed. We also adopt the

Ignatian Pedagogical Paradigm in our everyday teaching like other Jesuit schools around the world

which asks our teachers to construct learning experiences after considering the learning contexts. The

learners would then be guided to reflect upon their learning experience, which serves as an inspiration

of actions. Teachers can also evaluate the learning outcomes through different modes of assessments.

The school, like other Jesuit schools, also aims at helping our students to live out the spirit of Magis

through striving for excellence, particularly academic excellence, which is a component of human

excellence. To attain the goal, the school decided in this development cycle to increase the weighting

of the uniform test in the second term to serve as a kind of extrinsic motivator and help our students

to evaluate their learning. In the new development cycle, students’ performance in various assessment

tasks of the whole academic year will be taken into consideration in assessing their achievement in

the whole year. In the new development cycle, the school will help our students to acquire self-

directed learning skills which is also in line with the vision of the Ignatian Pedagogical Paradigm.

2 2

Other than motivating our students extrinsically, different panels also tried to motivate our students

intrinsically. The Science KLA encouraged the students to take part in some external competitions to

enable them to broaden their horizons. It was also found that students taking part in these external

competitions would also develop better understanding about their own academic potential and start

to formulate their goals for future studies. In the new development cycle, the Science KLA would

continue to promote STEM education and they would also share their experiences with the other

KLAs so that the other KLAs can plan their experiential learning with reference to the experiences

of the Science KLA.

As the school upholds the Jesuit vision to offer the best personal care for our students, different

subject panels attempt to address the special learning needs of different students through fostering

interaction among teachers and students during teaching. Some subject panels like the Mathematics

Panel would take into consideration the learning needs of different students and guided them to focus

their energy upon the relevant topics and exercises. After-school tutorial sessions were specially

arranged for the junior secondary students who need extra support in the learning of Mathematics.

The Chinese Panel took the initiative to compile different learning booklets to cater for the language

learning needs of our students. The efforts of these panels to offer better personal care for the students

requiring additional support could help motivate our students to do better in their studies.

The school also works tirelessly towards the goal of building the school into a learning community,

which would eventually bring about improvements in our teaching and learning. Staff development

activities were organized throughout the year to enable teachers to acquire the necessary skills they

need to deal with everyday teaching and work pressure. The language panels have worked with

different schools to arrange joint school practices and examinations to provide our students with

opportunities to learn from students of other schools and deepen our colleagues’ understanding of the

requirements in the public examinations. The Chinese Language Panel also joined the EDB School-

based Support Services Programme to review their curriculum and foster the spirit of collaborative

professional sharing within the panel. Teachers of Science KLA also participated in some

professional bodies to acquire and share professional knowledge. Teachers of History Panel also

participated in district-focused meetings to learn about the latest developments in the History

curriculum.

The school also attaches great importance to values education as the formulation of positive values

among the students is also an important element of human excellence. When preparing the schemes

of work at the beginning of every academic year, teachers would be asked to think about how they

can help our students develop positive values and attitude and indicate them in the schemes of work.

The Values Education Committee, which was formed in this development cycle, has been working

on the development of materials for a number of years and the materials which they have developed

were used by the class teachers in the Formation period to help our students to develop positive values.

2 3

Chapter 4: Our Support for Students’ Development

The Student Affairs Committee develops students in non-academic areas and coordinates the work

of the Discipline Committee, Guidance Committee, Values Education Committee, Clinical

Psychologist, Educational Psychologist, School Social Worker and class teachers. It does much to

look after the general and psychological well-being of students. It also emphasizes respect for others,

forgiveness and personal care. Every case of unsatisfactory behaviour is carefully studied and

analyzed, with an aim to help the offender reform and see the necessity of having a strong sense of

responsibility for the general good. To facilitate this work, the Student Affairs Committee solicits

the collaboration of parents. By doing so, the committee has won the trust of the parents and respect

of students.

Morning Formation and Examen are adopted in support for student development through the

coordination in planning and implementation. The school has strategically fostered a loving and

caring campus. The students learn to establish positive values and attitude through Examen,

leadership training programmes, “Men for and with Others” Programme, Magis Tutorial Service,

Social Service Scheme, house activities and various extra-curricular activities.

According to the stakeholder’s questionnaire survey, the mean scores of teachers’ views on support

for student development have shown a slight decrease from 4.12 (2014/15 academic year), 3.93

(2015/16 academic year) to 3.83 (2016/17 academic year) and which is still satisfactory. But trend

has been shown in the mean scores of students’ views on support for student development from 3.77

(2014/15 academic year), 3.63 (2015/16 academic year) to 3.77 (2016/17 academic year) which

showed a small increase in the survey. The school provides an excellent environment to guide the

students in reflection and reinforcing their self-confidence and self-esteem.

Every year, the Social Service Scheme encourages students to take part in a 10-hour Service

Programme. The Social Service Scheme provides opportunities for students to meet people from all

walks of life and to understand their needs. The learning of the students was shown in the reflection

that was written on the social service booklets. In the reflection, most students treasured the

experience with the sick and the poor. They were touched by their sincerity and learned to be more

grateful for what they had at the moment. This year, 90% of the students have participated in at least

two service programmes and 15% (122 students) of the students fulfilled more than 20 hours of

community service.

The Men for and with Others Mentorship Programme has helped many generations of students to

adjust to a new school environment and to make life-long friendships at the beginning of their

secondary school life. The programmes recruited senior form students as peer counsellors since the

eighties. It continues to involve counselling teachers and outside service providers in supervising and

training the student peer counsellors. The programme includes mentor training, matching day,

lunch gathering, activity day, service day and a day camp. These activities provide a platform for the

participants to build a solid relationship and the feedback from the peer counsellors, students and

2 4

their parents is positive and encouraging.

The school identifies students’ varied needs for developmental support and is fully aware of their

attitudes, behavior and intellectual development. In the second term, a Social Skills Workshop for 12

lessons was jointly organized by the School and the New Life Psychiatric Rehabilitation Association.

It was particularly designed for senior students who have special learning needs to learn to express

themselves and adjust to the Senior Secondary Curriculum. Together with the guidance teachers, the

workshop provided professional help and guidance to students.

The Discipline Committee helps the students to form their character with Jesuit values and fighting

spirit and develop self-discipline, respect and responsibility. A whole-school approach towards

discipline affairs is adopted. The Discipline Committee has emphasized on nurturing the students to

learn to exercise their freedom with responsibility and that there are three main foci towards discipline

affairs in the daily routine: attendance and punctuality; proper use of mobile phones and electronic

gadgets; and respect and clean speech. The awareness of students and teachers towards these areas

has been raised through different programmes carried out by the Discipline Committee, Guidance

Committee and Values Education Committee. Together with other committees, the Discipline

Committee nurtured a sense of belonging and unity within the school campus.

The school is able to identify students who have special educational needs at an early stage and these

students will receive help from relevant parties in the form of individual counselling or group training

in a systemic and holistic way. SEN students have been followed closely by the SEN Coordinator,

our two psychologists and the school social worker. A professional plan for each SEN student is

designed to facilitate his learning difficulties. The school provides individual interviews, therapy

services, sufficient support and suitable arrangements for SEN students as well as good support for

their family throughout the year. Thus both students and parents have built confidence in school,

achieved their learning targets and shown improvement.

Pastoral Committee: Pastoral Committee develops spiritual formation for Catholic students,

teachers and also parents. Service and spirituality are our major focus. We organized programmes for

students to encounter the poor and the marginalized, like visiting old people’s homes and the

mainland during the Easter holiday. Through such activities, we hope students can understand more

about the needs of their neighbours and find God in all things.

In consolidating Catholic faith, morning Catholic classes, pilgrimages and retreats are specially held

for Catholic students. Senior students joined a day retreat and all Catholic students were invited to

participate in a day pilgrimage on St. Ignatius Day. Morning mass for Catholic students were held

during Advent, helping students to have a higher awareness to prepare for Christmas. Communal

confession, way of the Cross, confirmation class were tailored made for Catholic students. In

addition, Catholic students were empowered by inviting them to take up substantial responsibilities

at school, such as leading prayers in assemblies and being in charge of the opening and year end mass.

As the number of Catholic students is declining, the committee extends our emphasis and welcome

2 5

to non-Catholic students to join Catholic Association. In preparing for the Fun Fair, Caritas Bazaar

and mainland visit, some interested non-Catholic students joined the association and had keen

involvement. We found this a possible way to involve Christian faith in the school.

Through 2 years of practices in Examen, most of the classes can achieve silence during the Examen

period, but the quality of their reflection varied as their class teacher led the period in different styles.

The basic elements were taught in the first class teachers’ meeting and some collaboration has been

done at different levels. Students will be invited to learn how to lead Examen in the coming academic

year, hoping the prayer can enhance students aware of consciousness.

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Partnership

Parents’ Association

Achievements

The Parents’ Association, in which the teacher advisor was not a member and had no voting rights,

actively promoted home-school cooperation to help their sons' development. All parents were entitled

to be members of the Parents’ Association and no membership fee was charged. The Association was

an important platform to collect and reflect parents’ opinions to the school by organizing gatherings

for the parents of all class levels (S1 gathering in January, life planning talks in February, physical

and mental health talks in March and stress workshop in May). They also organized various functions,

e.g. hiking in January, the Chinese New Year picnic in early March, pot cuisine dinner following the

Fun Fair in February, etc. to build a sense of belonging among parents to the school and to strengthen

parents’ relationship with their sons. Besides, there were interest groups like the Chinese painting

class, tennis interest group and the Parents’ Choir. A new one, known as the Gardening group, was

also set up. The Parents’ Association also collected and sold used textbooks as a service in July. A

large part of the revenue was reserved to support student activities. Parents together with their sons

were also invited to join a flag-selling programme in May, and the response was quite good.

The Parents’ Association has a strong team of parent volunteers. They helped in monitoring the

operation of the school canteen and lent helping hands for the students’ library. To help establish

leisure reading habits among their sons, there was a team of volunteers looking after more than ten

book shelves lining along the main corridor of the school with a great variety of donated books.

Reflection

The Parents’ Association has developed into a strong self-governed organization purely composed of

parents. More parents with passion, especially those from the junior forms, had to be identified and

encouraged to be elected into the Council so that sustainable development of the Association could

be attained.

The parent volunteers demonstrated good examples to their sons to serve unconditionally as “men

and women for and with others”.

Parent education has always been a major function of the Parents’ Association. More parent education

programmes could be organized.

2 7

Links with External Organizations

Achievements

Sharing a common educational vision, our school is a part of the Jesuit school system at three levels:

the China Province including Hong Kong, Macau and Taiwan, the Asia-Pacific region, and Jesuit

schools worldwide. From time to time, our school organizes or coordinates student exchange and

staff development programmes with schools at one or more of these system levels.

Reflection

Exchange programmes and visits could broaden our students’ global views and Jesuit values. Such

programmes could be set as regular annual events if possible.

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Chapter 5: Student Performance

5.1 JUPAS Results and Overall Results

* The chart shows the students’ acceptance rates of different types of offers.

The chart above indicates the students’ intention to further their studies after completing S.6 at our school.

In 2017, more than 90% of the graduates accepted offers from local and overseas tertiary institutions, which

is the highest in 6 years. In fact, the JUPAS degree offer rates are the second highest in six years. Coupled

with other local JUPAS and non-JUPAS offers, more than 90% of our graduates can thus further their studies

after completing S.6. Such promising figures have been brought about by the satisfactory performance of

our students in the HKDSE Examination 2017. As our students could perform well in the public

examination, many of them were admitted by highly competitive programmes like Law and Medicine.

There is a trend that more and more of our students prefer to study abroad in countries like the United

Kingdom, and the United States. They treasure the experience of studying abroad so as to broaden their

horizons.

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00%

2015

2016

2017

Local and Overseas Offers

JUPAS & Non-JUPAS Local Offers Overseas Offers

2 9

5.2 Performance in the Hong Kong Diploma of Secondary Education Examination

2017

Comparison of School Results with Day School Candidates

The chart above excludes statistics for electives with fewer than 5 students on average in the past five years and the extended

modules of Mathematics, which are not considered as electives.

From the chart above, we are able to see that our students’ performance in most subjects is better than day

school students. For example, in English Language, 77.71% of our students got Level 4 or above in the

subject, compared to 27.50% for the day school candidates. At the same time, 98.09% of our students

attained Level 3 or above in the subject while only 52.20% of the day school candidates could get the same

results. In Mathematics Compulsory Part, 80.25% of our students got Level 4 or above in the subject and

the territory figure was 39.10%. The figures for Level 2 or above were 97.45% (our school) to 81.10% (day

school). In Liberal Studies, 60.51% of our students could attain Level 4 or above and the territory figure

was 36.50%. For Level 2 or above, 94.90% of our students could attain the results while the territory figure

was 89.50%. In Chinese Language, our students’ performance is also better than the day school candidates.

In different electives, the percentages of our students attaining Level 4 or above and Level 2 or above were

generally higher than the day school candidates.

3 0

Comparison of HKDSE 2017 Results with the Results in 2015 & 2016

Comparison of School Results in 2015, 2016 and 2017 HKDSE Examinations

The chart above excludes statistics for electives with fewer than 5 students on average in the past five years and the extended

modules of Mathematics, which are not considered as electives.

The JUPAS offer rate this year was the second best in three years because our students’ performance

in many of the subjects were the best or second best in the period. With a satisfactory public

examination results, our students could have wider choices and some of them could get themselves

admitted by some competitive programmes.

A comparison of the HKDSE results in the three most recent years indicated that the HKDSE 2017

results were generally the best or the second best in three years. It can be observed that more students

were able to attain 19 points or above in their best 5 subjects with core subjects at 3322 or better. The

percentage this year was the second best in these three years. At the same time, the percentage for

students attaining Level 4 in the subjects they entered was also the second best in three years.

In the four core subjects, the performance of our students in the HKDSE this year was satisfactory. As

revealed from the chart comparing the HKDSE results in these three years, more than 90% of our

students could attain Level 3 or above in English and Level 2 or above in Mathematics (Compulsory

part) and Liberal Studies. At the same time, the percentage of students attaining Level 3 or above in

Chinese stayed at more than 70% for three consecutive years. This can explain why the JUPAS offer

rate in this year is the second best in three years.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

L4+

L3+

L4+

L3+

L4+

L2+

L4+

L2+

L4+

L2+

L4+

L2+

L4+

L2+

L4+

L2+

L4+

L2+

L4+

L2+

L4+

L2+

L4+

L2+

L4+

L2+

L4+

L2+

Eng Chi MC LS BAFS Bio Chem C Hist Econ Geog Hist ICT Music Phy

2017

2016

2015

3 1

The students’ performance in the electives was also impressive. It can be observed that the percentage

attaining Level 4 or above in electives like BAFS, Biology, Chemistry, Chinese History, Economics,

Geography, History, ICT, etc., were the highest or the second highest in three years. For three

consecutive years, all students taking music could attain Level 4 or above. As our students could

perform well in the elective subjects, this helped get our students enrolled in various competitive

university programmes.

3 2

5.3 Performance in Music

2nd International Youth Choir Festival, Bratislava

Wah Yan College Junior Boys’ Choir

(with Wah Yan College, Hong Kong)

Overall Best Choir

Performance Award

Li Kai Yuen, Vitas (Class 2C)

Special Prize for

Excellent Piano

Accompaniment

2017 Hong Kong Youth and Children’s

International Choir Festival

Wah Yan College Junior Boys’ Choir – SA Voices

(with Wah Yan College, Hong Kong) 2nd

10th Orientales Concetus Choir Competition, Singapore

Equal Voice Choir (Age 25 or under) Champion

Chamber Choir (24 singers or below) Champion

Sacred Music Category 2nd

National Anthem in the HKFYG Ten-Thousand People

Beatboxing

Wah Yan College Kowloon &

Belilios Public School Intermediate Mixed Choir

Challenge for the Guinness Record Hong Kong Coliseum

Lead-choir

Grandmaster Trophy Competition

Brass Ensemble in S9 Open Class Champion

Public Performance at the Government House Open Day

String Orchestra and String Ensemble

Hong Kong Youth Music Interflow 2017

(organized by Music Office, LCSD)

Symphony Orchestra (Secondary School A) Gold Award

EDB – Hong Kong Schools Creative Music Showcase

Wah Yan College Kowloon S4 DSE Music Students Silver Award

3 3

69th Hong Kong Schools Music Festival Result

Intermediate Mixed Choir Chinese Language 1st

Intermediate Choir Chinese Language 1st

Intermediate Mixed Choir Foreign Language 2nd

Senior Choir Foreign Language 2nd

String Ensemble (String Quintet) 2nd

Intermediate Choir Foreign Language 3rd

Senior Mixed Choir Chinese Language 3rd

Erhu Ensemble 3rd

Senior Choir Chinese Language 3rd

Madrigal - Mixed Voice - Secondary School

(with Belilios Public School) 3rd

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5.4 Performance in Sports

5.4.1 BOCHK Bauhinia Bowl Award 2016-2017

Most Progressive School

5.4.2 Grantham Outstanding Student Athlete Awards (Swimming) 2016-2017

Suen Wai Cheong (6J)

5.4.3 Inter-school Sports Competition Results 2016-2017

Athletics (Division 1) Position

A Grade 3rd

B Grade 8th

C Grade 8th

Overall 4th

Swimming (Division 1)

A Grade 4th

B Grade 4th

C Grade 6th

Overall 4th

Ice Hockey

Division A

Tennis (Division 1) 4th

Badminton (Division 1)

A Grade 5th

B Grade 5th

C Grade 8th

Overall 5th

Water Polo (Open) 4th

Football (Division 1)

A Grade 7th

B Grade 7th

C Grade 4th

Overall 7th

Baseball (Open) 6th

3 5

Fencing (Open)

Epee 14th

Foil

Sabre 7th

Overall 11th

Hockey

Division 2 8th

Junior Open 7th

Orienteering

Kowloon District (Heat)

A Grade 8th

B Grade 5th

C Grade 10th

Overall 9th

Final 11th

Cross Country (Division 1)

Relegate to Division 2 in 2017-2018

A Grade 11th

B Grade 13th

C Grade 11th

Overall 14th

Table Tennis (Division 1)

A Grade 8th

B Grade 7th

C Grade 5th

Overall 8th

Volleyball (Division 2)

A Grade 5th

B Grade 7th

C Grade 1st

Overall 2nd

3 6

Basketball (Division 3)

A Grade 8th

B Grade 7th

C Grade 7th

Overall 27th

5.4.3 Sports Award

Name Events Grade Position

Inter-school

Athletics

Championships

(Division 1)

Leung Ho Chun 400M A 1st

Leung Ho Chun 800M A 1st

Chan Yik Long 1500M A 1st

Yang Qiyu High Jump A 1st

Chan Yik Long 800M A 3rd

Man Tak Yan Long Jump A 4th

Chan Yik Long

Cheng Chi Tim

Leung Ho Chun

Tong Tsz Hin

4x400m A 2nd

Tse Cheuk Hin 400m B 3rd

Tse Cheuk Hin 800m B 2nd

Chung Chi Kit High Jump C 1st

Inter-school

Swimming

Competition

(Division 1)

Suen Wai Cheong 50M Free Style A 2nd

Suen Wai Cheong 50M Butterfly

Style A 3rd

Suen Wai Cheong

Yip Kun Fung

Cheung Siu Fung

Ng Chau Lung

4x50m

Free Style A 4th

Chan Long Yin

Li Long Donald

Tsui Chi Hei

Yim Ching Wai

Justin

4x50m

Medley Relay B 4th

Sum Ka Lok Lino 200m

individual Medley C 3rd

Chan Chi Pang

Li Yin Fung

Siu Ka Hang

Sum Ka Lok Lino

4x50m

Free Style C 4th

3 7

5.5 Performance in Other Areas

ENGLISH LANGUAGE

68th Hong Kong Schools Speech Festival Position/Award

Choral Speaking (Secondary 3) Champion

Choral Speaking (Secondary 2) 1st Runner-up

English Debating Competitions

Hong Kong Debate Open 2016 Grand Final

(High School Category) Runner-up

Hong Kong British Parliamentary Debating Championships

2017

Top 10 Speaker

Grand Final Runner-up

The Inaugural New York Times Debate Challenge –

Junior Division Grand Final Runner-up

The Inaugural New York Times Debate Challenge –

Senior Division (Open Category) Top 10 Speaker

Hong Kong Schools' Debating Championship –

Junior Division (Open Category) Top 10 Speaker

Hong Kong Schools' Debating Championship –

Senior Division (Open Category) Top 10 Speaker

The 32nd Sing Tao Inter-School Debating Competition Best Interrogative Speaker

6th WYK Junior Inter-school Debating Tournament Third Runner-up

English Drama Competitions

The Association of English Medium Secondary Schools –

2017 English Drama Fest

Outstanding Script

Outstanding Performer

Hong Kong School Drama Festival

Commendable Overall

Performance;

Outstanding Performer;

Outstanding Script;

Outstanding Director

Speak Out-Act Up Drama Competition Creativity

3 8

STEM EDUCATION

Hong Kong Student Science Project Competition 2016

Scientific investigation group

Invention group

Champion

1st Runner-up

Hong Kong Student Science Project Competition 2017

Invention group 2nd Runner-up

2016 善德關愛科研青年發展計劃「我是發明家年度大獎」 中學組銀獎

3 9

Chapter 6: Feedback and Follow-up

6.1 Management and Organization

The slogan of the school objective of this year is "Equip the Mind and Soul; Learn to Love and Respect",

in response to our three Major Concerns: 1) Develop diversified teaching strategies and cater for

learners’ diversity, with high expectations of students; 2) Help students to form their character with

Jesuit values and fighting spirit; 3) Build a learning community, with focus on staff formation and self-

evaluation. Our expectations are: 1) We set learning as our mission, to learn actively through reflection;

2) We enjoy freedom with responsibility, purpose and passion; 3) We nurture unity through gratitude

and respect.

We expect our students to share the mission of learning actively: they are eager to learn and can learn

through reflection. Our teaching methodology is Ignatian Pedagogical Paradigm, which emphasizes the

provision of a suitable learning context, a variety of learning experiences, ample opportunities to do

reflection for betterment, space for students to take action to improve and do evaluation in a timely way.

In the learning process, students are expected to actively take part in learning activities and learn through

reflection. With the arrangement of the Examen, ten minutes of mindful meditation, we expect our

students can have their own quiet time so that they can be more aware of their feelings, feel grateful

and do reflection for betterment. In the coming three years, we should take a step forward and our

students can develop to be self-directed and reflective learners, with attributes of competence,

commitment, creativity and cultural curiosity.

We expect our students to respect themselves, be humble and polite, and practise strong moral values

and good manners. They treat all members of the school community and all visitors with politeness and

respect. They respect the ideas and opinions of others even though they may not agree with them. They

are always ready to help and are responsible with public property and belongings. Students enjoy

freedom with responsibility, purpose and passion. In the next three years, our students should continue

to form their character within a positive learning community that encompasses compassion, respect,

collaboration, conscience and reconciliation.

To nurture unity, we organized a Fund-raising Campaign for Fr. Kelly Educational Fund, with the theme:

Growth from Unity; Rooted in Experience. Students, teachers, parents and alumni eagerly participated

in the events such as Homecoming Concert, Fun Fair, Gratitude Dinner and the sale of raffle tickets.

The target of fund-raising is HK$10,000,000 and we have raised more than HK$13,000,000, pledged

donation: HK$6,000,000 included. To nurture unity and cultivate a stronger sense of belonging, we

should provide a better learning environment through enhancing school facilities in order to support

student learning and development further.

In order to create more space and provide more support for teachers, the school will continue to use the

4 0

Senior Secondary Curriculum Support Grant to employ teaching assistants for subject panels and

committees in the hope that teachers can have more time to focus on raising the effectiveness of teaching

and learning. To raise the morale of contract teachers, we will turn more contract teachers, who have

served for two years or more and have satisfactory performance, to probationary regular teachers by

using the teaching post created through converting Career and Life Planning Grant to a teaching post,

and the additional provision of 3 teaching posts due to the increase of the teacher-to-class ratio by 0.1.

Due to the lack of funding, sponsorship for Small Class Teaching might be scaled down. For this reason,

new contract teachers will not be hired after turning the current contract teachers to probationary regular

teachers so that we can have soft touchdown and staff morale can be maintained.

6.2 Teaching and Learning

This year, in order to prepare our S6 students well for the HKDSE examination, we continued to arrange

mock tests after school every Monday. It is found that the teachers could make good use of the tests and

provide feedback to the students, helping them to learn better and achieve a higher level. The overall

HKDSE examination results are comparable to those of last year. The Top Scholar is 6C HUI Ka Lun,

with Level 5** in five subjects and 5* in two subjects. The JUPAS Offer Rate (offers by local

institutions) remains at around 70% and EIGHT students have been admitted to the two medical

schools of the University of Hong Kong and the Chinese University of Hong Kong. It seems we

have come to a bottleneck and in order to have a breakthrough, we should take a step forward and form

our students to be self-directed and reflective learners, with attributes of competence, commitment,

creativity and cultural curiosity.

This year, we continued to encourage our panels to include an extended part in the Scheme of Work so

that curriculum planning can cater to the different needs of the students. Next year, to form self-directed

learners, the school-based curriculum should incorporate self-directed learning skills such as reading to

learn, note-taking, looking up words in the dictionary, and advocate the use of flipped classroom and

eLearning platform, pre-lesson preparation, training of thinking and learning skills, raising questions,

reflection on learning. We should also inspire students to actively take part in peer interaction and

collaboration, and excel in learning through performing learning tasks of progressive challenge and

searching for information on the Internet.

We explored measures to conduct internal evaluation with the assessment data available and design the

necessary supporting measures to support the internal evaluation. Next year, we should carry out

longitudinal study of students’ learning progress and provide support accordingly. This year, we

improved the quality of internal examination papers by eliminating errors in examination papers and

ensuring that the coverage of the examination papers matched with the scope of assessment. In the next

academic year, panel heads will be empowered to monitor the progress of learning, set checkpoints for

continuous assessment data and regularly report progress.

4 1

After-school tutorial classes were arranged to help senior secondary students to master public

examination skills. Next year, we should continue to provide enhancement and remedial tutorials for

S5 and S6 students to cater for learner diversity. We should also propose the provision of enhancement

programmes for S5 and S6 students who drop one elective subject so that they can make better use of

the spare periods.

The subject Computer Literacy has been introduced in Secondary 1 and 2, in response to the context

that the Technology Education Key Learning Area in junior forms is below that as recommended in the

Basic Education Curriculum Guide. Next year, we should renew the school curriculum and promote

STEM education, creativity and innovation.

We offered administrative and financial support to panels which arranged outside classroom learning

activities. Next year, we should continue to encourage experiential learning outside the classroom,

exchange programmes, collaboration and networking with overseas schools and schools in mainland

China to inspire our students to be global citizens.

“Reading to Learn” was promoted through the junior secondary cross-curricular project-based learning

and morning reading sessions. Next year, we will empower the teacher librarian to play a more

prominent role in collaborating with subject panels to implement a reading across the curriculum

scheme.

6.3 Student Support and School Ethos

The Examen was implemented for the second year and it consists of 5 parts: 1) Silence; 2) Gratitude;

3) Awareness; 4) Reflection and 5) Betterment. Most classes could keep silent, and for classes that

were more willing to do reflection, the students were more attentive in the lesson and had better

emotion management. The Examen should be deepened for students to raise their awareness, feel

grateful, do reflection and put their reflection in the Reflective Journal. Students should be trained to

lead the Examen so that there will be peer support to help more students to benefit from the Examen.

We promoted Jesuit values with focus on gratitude, respect and responsibility. Next year, we should

boost values education and Catholic faith with reference to the Pyramid Model for Promoting Catholic

Values Education, and Catholic Values and Catholic Social Teaching Pedagogical Paradigm so that

students can learn to live before they learn to serve, and subject teachers can play a more notable role

in promoting values education.

We nurtured students to have a stronger fighting spirit in sports, music and external activities. The

4 2

sports results of this year are one of the best over the past 30 years. Our Athletic Team was ranked

4th in the Inter-school Athletic Competition, with A Grade ranked 3rd. Our Swimming Team was also

ranked 4th, with both the B Grade and C Grade squads ranked 4th, the best result ever. Our Ice-

hockey Team defended the champion title and was crowned the champion again. Both our Tennis

Team and Water Polo Team were ranked 4th while our Badminton Team was ranked 5th. Our football

team was ranked 7th, with the C Grade team ranked 4th. We were awarded the Most Progressive School

Award of the Bauhinia Bowl Award for the third year in a row, which is unprecedented. CHEUNG

Wang Fung (6J) broke the Hong Kong Record of 110 Hurdles and became the first local athlete

to finish the event within 14 seconds (13.97 seconds); SUEN Wai Cheong (6J) was bestowed the

Grantham Outstanding Student Athlete Award (Swimming).

For Music achievements, in the International Youth Music Festival II in Bratislava, capital of Slovakia,

our junior choir, together with the junior choir of Wah Yan College, Hong Kong, was awarded two Gold

Diplomas and two prizes: Best Choral Performance and Excellent Piano Accompaniment. For the 68th

Hong Kong Schools Music Festival, our Intermediate Boys' Choir and Intermediate Mixed Choir both

won the 1st prize in the Chinese Language Section.

LEUNG Dik Hin (5W) was accorded “I AM AN INVENTOR SILVER AWARD” and his invention

was Bracelet for the Deaf. Our students also won the 2nd Runner-up Award of the Hong Kong Student

Science Project Competition 2017 and their invention was UVC Hand Towel Sterilizer. Our English

Choral Speaking Team (3W) won the championship of Choral Speaking, Secondary 3, Boys of the 68th

Hong Kong Schools Speech Festival while our English Debating Team won the runner-up prizes of

Hong Kong Debate Open 2016 Grand Final (High School Category), Hong Kong British Parliamentary

Debating Championships 2017 and the Inaugural New York Times Debate Challenge (Junior Division).

For Chinese Verse Speaking, CHAN Willy Chun Sun won the championship of Solo Verse Speaking,

Putonghua of the 68th Hong Kong Schools Speech Festival.

The House System has been restored to strengthen brotherhood across classes and forms and help the

students to nurture better fighting spirit and stronger brotherhood. Besides the Athletic Meet and Inter-

House Swimming Gala, post-examination house activities were also organized. We will review the

House System and aggrandize house cultural activities for students to feel a sense of achievement and

have more opportunities for collaboration. Next year, we should also further enrich school life for the

junior forms and encourage S1 students to join at least two clubs or societies.

We enjoy freedom with responsibility, purpose and passion. The Career and Life Planning Programmes

were further extended to S1 to S5. Class teachers were involved more to guide and monitor students’

progress and Mock JUPAS exercise was arranged for S5 students. We should further reinforce life-

planning programmes to encourage students to take initiatives and responsibilities, uphold perseverance

in times of uncertainty and develop entrepreneurial spirit.

4 3

This year, the Tottenham Hotspur Football Club visited us and offered a football clinic for our football

team members. The Secretary for Education and the Secretary for Security, both are alumni, came back

to cheer for our S6 students before the release of HKDSE examination results. Their visits could help

to nurture unity.

Our future development should have two foci: 1) Nurture lifelong and self-directed learning capabilities;

2) Foster whole-person development. We will also incorporate the five missions set by Fr. Provincial:

1) Service of faith and promotion of justice; 2) Response to greater needs of society; 3) Ability to

collaborate and network with others; 4) Feasibility and sustainability; and 5) Ministries in line with

Jesuit tradition, so that our students will grow up to be leaders-in-service.

4 4

Chapter 7: Financial Summary

Financial Summary (2016.09.01 to 2017.08.31)

Opening Balance

(as on 1.9.2016) Income ($) Expenditure ($)

Government Funds and School Funds

I. Government Funds (EOEBG)

- Basic Baseline/ per class- IMC $2,047,994.88

- Composite Furniture & Equipment Grant $252,032.10

- Lift Maintenance Grant $87,282.00

- Prog. Fund for Whole-School Approach to Guidance & Discipline $48,935.64

- School & Class Grant $1,018,544.07 $2,605,831.02

- Administration Grant $4,159,716.00 $4,813,580.00

- Composite Information Technology Grant $429,782.00 $509,234.40

- Capacity Enhancement Grant $588,202.00 $636,996.30

- Noise Abatement Grant $240,607.00

Sub-total 8,484,845.95 8,953,891.46

4 5

Opening Balance Income ($) Expenditure ($)

II. Government Funds (Outside EOEBG)

- Salary Grant - Teaching Staff 0.00 42,967,533.94 42,967,533.94

- Salary Grant - Teaching Supporting Staff 3,352.92 2,218,516.08 2,221,869.00

- Salary Grant - Supply Staff 0.00 0.00 0.00

- Non-Teaching Staff PF Scheme Employer's Contribution 7,418.32 262,887.68 270,249.00

- Home-school Co-operation Grants 15,418.90 22,767.00 21,865.90

- Teacher Relief Grant - Basic 283,353.67 210,297.50 170,808.00

- Teacher Relief Grant - Optional (Freeze Post) 8,307.00 832,074.00 793,296.00

- School-based after School Learning & Support Programmes 36,942.00 82,800.00 54,767.00

- Diversity Learning Grant - Applied Learning 0.00 19,500.00 19,500.00

- Diversity Learning Grant - Other Programmes 0.00 117,000.00 111,465.50

- Senior Secondary Curriculum Support Grant 0.00 850,320.00 849,117.27

- School-based Support Grant for Non-Chinese Students 0.00 50,000.00 50,000.00

- Career and Life Planning Grant 89,248.56 566,880.00 681,434.41

- Jockey Club Life Wide Learning Fund 0.00 44,625.00 44,600.00

- Learning Support Grant for Secondary School 90,109.12 329,400.00 329,456.00

- Moral and National Education Subject Support Grant 151,184.75 0.00 16,000.00

- Fourth Strategy on IT in Education-One off Grant for Mobile Devices 121,450.00 0.00 0.00

- Enhancing WIFI Infrastructure - Extra Recurrent Grant 84,940.00 84,940.00 32,082.00

- Strengthening School Administration Management Grant 0.00 250,000.00 250,000.00

- Special Home-School Co-Operation (HSC) Grant 500.00 0.00 500.00

- One-off IT Grant for e-Learning in Schools 0.00 253,850.00 0.00

- One-off Grant to Secondary Schools for the Promotion of STEM 0.00 200,000.00 0.00

- One-off Grant for Promotion of Chi History & Culture Grant 0.00 150,000.00 0.00

Sub-total 892,225.24 49,513,391.20 48,884,544.02

4 6

Opening Balance Income ($) Expenditure ($)

II. School Funds (General Funds)

(1) Tong Fai 0.00 197,660.00 197,660.00

(2) Donations 0.00 1,185,213.00 860,227.00

(3) Collection of fees for specific purposes (including electricity charges for air-conditioning) 420,852.10 262,500.00 115,873.50

(4) Others 1,111,618.16 2,412,400.72 1,664,568.66

Sub-total 1,532,470.26 4,057,773.72 2,838,329.16

Total surplus for school year 1,379,246.23

Accumulated surplus as at the end of school year 3,803,941.73

4 7

Chapter 8: Appendices

Appendix 1: Report of Career and Life Planning Grant (2016-2017)

No. Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

1 Life Planning

Programmes in

Junior Forms

Nov 2016

– April 2017

A series of “Job

Possibilities” workshops

were held in Nov 2016. S2

students were guided to

match their possible job

areas of interest through

exploring their work values

and strength.

Information on students’

preferred job area were

collected for future planning

of careers activities.

In order to help S3 students

make well informed choices

of their senior secondary

elective subjects, two

programmes: COA

(Cambridge Occupation

Analyst) Probe and Career

Express Program and were

conducted in April.

To further enhance students’

life planning, class visits by

fresh S6 graduates with good

academic performance and

ECA achievements could be

arranged. The old boys can

share with the junior form

students their experience in

academic planning and goal

setting.

The COA Probe and Career

Express program served very

well as a preliminary career

interest test to initiate students’

academic/career planning.

To further supplementing

students’ decision making in

subject selection, more

information such as《職業字

典》推廣計劃(Project

Jobtionary) , and further

studies programmes can be

disseminated through the class-

teachers.

2 Work Experience

Programme

Summer 2016 Six S4 and S5 students

engaged in the attachment at

an IT company or HKBU

through the programme.

It was suggested that more job

vacancies and varieties could be

offered.

Students should be given more

information about the purposes,

the values and the details of job

attachment so that they could

treasure these opportunities and

get the most out of the

programme.

4 8

No. Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

3 Help to carry out

Life-wide

Planning

Programmes by

employing a GM

teacher and a

Teaching Assistant

Whole year The Careers Master and the

Deputy Careers Mistress

can work collaboratively

and effectively in planning

and implementation of life

planning programmes. In

particular, two new

activities, Career Express

program for S3 students and

S5 MOCK JUPAS exercise

were successfully delivered.

More job attachment posts

were offered in summer

2017.

The teaching assistant was

efficient in handling the

logistics of the workshops

and the arrangements of

career assessment tests.

The CLP Grant can be utilized

to establish a permanent GM

post so that the teaching loads

of Careers Master and Deputy

Careers Mistress can be

reduced.

A CLP assistant should be

employed through additional

school funding as it helps

relieve the heavy

administrative load involved in

implementing the life planning

programmes.

4 9

Appendix 2: Report of Capacity Enhancement Grant (2016-2017)

No. Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

1 Employment

of 1.0 full-time

English

teacher

2016-17 The employment of

the extra teachers can

help to implement

Small Class Teaching.

With Small Class

Teaching, we can

cater for learner

diversity more, give

more personal care for

the students, improve

teacher-student

relationship, reduce

learners’ anxiety and

help to motivate

students.

The 1.0 English

teacher also helps

with the training of

the English Debating

Team, helping the

students to achieve

good results in the

Inter-school Debating

Competitions.

According to the

appraisal reports of

the 1.0 teacher

concerned, she

performed

satisfactorily in

teaching and learning.

The Small Class Teaching

arrangement offers a good platform

for us to enhance the effectiveness of

teaching and learning. Yet, whether

Small Class Teaching can lead to

better academic performance

depends on the pedagogy and

commitment of the teachers. To

make better use of the arrangement,

teachers must have high expectations

of the students and raise the

effectiveness of teaching and

learning, aligning it with the

requirements of the HKDSE

examination. With enhanced space,

teachers should aim to form self-

directed and reflective learners. The

school-based curriculum should

incorporate self-directed learning

skills such as reading to learn, note-

taking, looking up words in the

dictionary, and advocate the use of

flipped classroom and eLearning

platform, pre-lesson preparation,

training of thinking and learning

skills, raising questions, reflection on

learning. We should also inspire

students to actively take part in peer

interaction and collaboration, and

excel in learning through performing

learning tasks of progressive

challenge and searching for

information on the Internet.

5 0

Appendix 3: Report of Senior Secondary Curriculum Support Grant (2016-2017)

No. Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

1 Employment of a

full-time LS

teacher

2016-17 The employment of the

extra teacher can allow

splitting of 5 LS classes into

6 groups in the senior forms.

With Small Class Teaching,

we can cater for learner

diversity more, give more

feedback and help the

students to master

examination skills better.

The appraisal report of the

LS teacher is excellent,

highlighting that the teacher

is highly effective and

committed.

As the post of LS teacher is

only a funding post, it is not

easy to hire or to keep a

competent teacher. Long-term

career paths have to be

planned for the teacher to

recognize his effort and raise

staff morale.

2 Employment of

3.2 Teaching

Assistants (LS,

Chinese,

Mathematics,

Pastoral)

2016-17 Teaching Assistants help to

prepare teaching resources

and create space for teachers

to focus on raising the

effectiveness of teaching

and learning.

The Teaching Assistants also

help with lesson substitution

and invigilation.

The Chinese Teaching

Assistant helps with the

teaching of a small group of

Non-native Chinese-

speaking students.

Panels have to plan carefully

how to make better use of the

Teaching Assistants to

contribute to the preparation

of quality learning resources

and deliverables.

More concrete guidelines

have to be provided so that

the Teaching Assistants can

realize their full potential.

Long-term career paths have

to be planned for the

Teaching Assistants to

recognize their effort and

raise staff morale.

5 1

Appendix 4: Report of Learning Support Grant (2016-2017)

No. Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

1 Employment of

Educational

Psychologist (EP)

and Clinical

Psychologist (CP)

(part time)

1 Sept 2016- 31

Aug 2017

Many SEN students have

progress in behaviour, social

skills and peer relation

because of the intensive

professional support from

EP and CP.

Parents are in general

satisfied with our service.

A tier 3 student has made

much progress due to

intensive care from CP.

EP, CP are very professional

in their support for SEN

students, and has helped them

in making significant progress

in proper behaviour and better

peer relations.

EP, CP and social worker

work very closely together to

support SEN students, their

teachers and their parents.

2 Take part in JC

A-Connect:

Jockey Club

Autism Support

Network (social

skills training

group)

12 sessions in 2nd

term (Jan-May

2017)

4 students enrolled in it, two

of which were ASD students,

and they benefitted from the

group in some ways

The group is led by a

professional worker, yet the

attendance rate of students is

low and dramatically affect

the effectiveness of the

programme. Not many ASD

students would like to enroll

in this kind of group which

provides intensive training.

5 2

Appendix 5: Report of School-based After-school Learning and Support Grant (2016- 2017)

School-based Grant - Programme Report

Name of School: Wah Yan College, Kowloon

Project Coordinator: Cecilia Chow Tze Sze Contact Telephone No.: 23841038

A. The number of students (count by heads) benefitted under this programme is 24 (including A. 1 CSSA recipients, B. 19 SFAS full-

grant recipients and C. 1 under school’s discretionary quota).

B. Information on Activities under the Programme

*Name /

Type of

activity

Actual no. of participating

eligible

students #

Average

attendance

rate

Period/Date

activity

held

Actual

expenses

($)

Method(s) of

evaluation

(e.g. test,

questionnaire,

etc)

Name of

partner/

service

provider

(if applicable)

Remarks if any

(e.g. students’

learning and

affective

outcome)

A B C

Music Tour

(Singapore,

Italy)

3 100% 4-11 Jul 17

6-17 Aug 17

17,152.5

questionnaire

/

Music

Course

5 100% Sept 15- Aug

16

15,000 questionnaire /

Music Camp 4 1 100% 27-30 Dec

2016

3,080 questionnaire /

Olympiad

Math Class

1 2 95% 2,175

Sports Team

Training

11 95% Sept 15—

Aug 16

17,359.50 questionnaire /

5 3

*Name /

Type of

activity

Actual no. of participating

eligible

students #

Average

attendance

rate

Period/Date

activity

held

Actual

expenses

($)

Method(s) of

evaluation

(e.g. test,

questionnaire,

etc)

Name of

partner/

service

provider

(if applicable)

Remarks if any

(e.g. students’

learning and

affective

outcome)

A B C

Total no. of

activities:

5

@No. of

participation

count

1 25 1 Total

Expenses

54,767

**Total no.

of

participation

count

27

Note:

* Name/type of activities are categorized as follows: tutorial service, learning skill training, languages training, visits, art /culture activities, sports, self-confidence

development, volunteer service, adventure activities, leadership training, and communication skills training courses.

@ Participation count: refers to the aggregate no. of benefitted students participating in each activity listed above.

** Total no. of participation count: the aggregate of (A) + (B) + (C)

# Eligible students: students in receipt of CSSA (A), SFAS full grant (B) and disadvantaged students identified by the school under the 10% discretionary quota (C).

5 4

C. Project Effectiveness

In general, how would you rate the achievements of the activities conducted to the benefitted eligible students?

Please put a “” against the most appropriate box.

Improved

No Change

Declining Not Applicable Significant Moderate Slight

Learning Effectiveness

a) Students’ motivation for learning

b) Students’ study skills

c) Students’ academic achievement

d) Students’ learning experience outside

classroom

e) Your overall view on students’

learning effectiveness

Personal and Social Development

f) Students’ self-esteem

g) Students’ self-management skills

h) Students’ social skills

i) Students’ interpersonal skills

j) Students’ cooperativeness with others

k) Students’ attitudes toward schooling

l) Students’ outlook on life

m) Your overall view on students’

personal and social development

Community Involvement

n) Students’ participation in

extracurricular and voluntary activities

o) Students’ sense of belonging

p) Students’ understanding on the

community

q) Your overall view on students’

community involvement

5 5

D. Comments on the project conducted

Problems/difficulties encountered when implementing the project (You may tick more than one box)

unable to identify the eligible students (i.e., students receiving CSSA, SFAS full grant);

difficult to decide on the 10% discretionary quota;

eligible students unwilling to join the programmes;

the quality of service provided by partner/service provider not satisfactory;

tutors inexperienced and student management skills unsatisfactory;

the amount of administrative work leads to apparent increase on teachers’ workload;

complicated to fulfill the requirements for handling funds disbursed by EDB;

the reporting requirements too complicated and time-consuming;

Others (Please specify):

E. Do you have any feedback from students and their parents? Are they satisfied with the service provided? (optional)

Parents were thankful that their sons were subsidized for the activities.

5 6

Appendix 6: Report of the Enhancement of WiFi Infrastructure (2016-2017)

No. Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

1 Promotion of the

use of tablet PC

in Digital

Laboratory and

geography room

Whole year GIS was a usual I.T. context

involving in geography

curriculum with using

desktop PC and was taught

and applied in the daily

practice on the aspect of

science, technology and

society.

Using a tablet PC was not

ready for teaching

implementation.

The completion date of

WiFi900 was 28 April 2017

and the commencement date

for service was 16 May 2017.

The official launching date

will be on year 2017-18. As

WiFi900 infrastructure

installation was huge delayed,

procurement schedule of

tablet PC will be scheduled

on coming September.

In order to have adequate

preparation for IT in

Education, learning circle of

using IT pedagogies for

interactive L&T will be

initiated next academic year.

2 Promotion of IT

in Education in

Digital

Laboratory

Whole year Subject teachers (Biology,

Chinese Language &

Music) used the digital lab

as their learning ground for

interactive learning

activities and practice.

Digital lab was not fully used

as lack of training provided

for teachers and huge delay in

WiFi900 project.

Promotion of the use of

digital lab through various

I.T. training workshops will

be done once the WiFi

infrastructure is completed.

5 7

Appendix 7: Report of the Use of Strengthening School Administration Management

Grant (2016-2017)

No. Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

1 Implementation

and promotion the

use of eEnrolment

System.

Trial period

Jul – Aug

Deputy head of ECA

Committee will be in charge

of this module and will set

up this module for year

2017-18.

After full implementation, the

students’ participation data

will be fully monitored.

After synchronization, ECA

data will be updated with the

student learning profile.

2 Implementation

of Digital Routing

system.

Trial period

Whole year

Some departments were

invited to use and test this

module for examination

paper routing purpose

Most of the feedback

suggested more training was

needed before

implementation.

3 Implementation

and use of eSports

System in Sports

Department.

Whole year Sports department utilized

the system to plan and to

assist the event and student

registration for Aquatic

Meet and Athletic Meet.

The implementation process

was smooth. The Sports

chairperson suggested some

fine-tuning measures of the

module for perfection. The

IT Committee will ask eClass

to follow-up the suggestion.

4 Implementation

and use of

eDiscipline

System in

Discipline

Committee.

Jul – Aug Discipline Committee

started to prepare the

module parameters for

implementation. This

module will cope with

parents’ app to enhance the

home school cooperation.

Further tests and training will

be provided for Discipline

Committee members.

5 Implementation

of Digital Archive

system.

Whole year Administration used the

system to deliver and to

archive the live scripts for

subject panel usage.

Further usage such as

archiving of panel meeting

reports, year reports, plans

and examination question

banks will be included in the

archive system.

5 8

No. Strategies Actual

Implementation

Time

Achievements Reflection & Feedback

6 Exploration and

design of eForm

module with

eClass.

Whole year The drafted eForm module

was completed in June 2017

and required to fine –tune

the detailed design for

effective use.

eForm will serve as the main

platform for data collection in

administrative use.

7 eClass on the

Cloud.

Dec – Aug eClass platform was

migrated to the data centre

in Dec 2016 and the

platform performance was

tested in the second term.

Access time was quicker

from teachers’ feedback.

Cloud services saved the

work for data backup, and

server maintenance purpose.